103 年 - 北一女第一次教師甄試英文試題#16505

1.1.Although Einstein’s theory of relativity is nearly a century old, its bizarre predictions are still not widely known. Invariably
people learn of them with delight, fear and 1_______ . Much of the book is devoted to covering the more straightforward
consequences of the theory; the broad conclusion I reach, however, is that we are 2_______ having a good grasp of the concept of
time. Einstein’s work 3_______ a revolution in our understanding of the subject, but the consequences have 4_______ to be fully
worked out. Much of the theory of relativity remains uncharted territory, and crucial topics, like the possibility of time travel, have
only very recently received attention. There are also major problems which hint at deep-seated limitations of the theory;
discrepancies concerning the age of the universe and obstacles to 5_______ Einstein’s time with quantum physics are two of the
more persistent difficulties. Perhaps more worryingly, Einstein’s time is seriously 6_______ with time as we human beings
experience it. All this leads me to believe that we must embrace Einstein’s ideas, but move on. The orthodox account of time
frequently leaves us 7_______ , surrounded by a welter of puzzles and paradoxes. In my view, Einstein’s time is inadequate to
explain fully the physical universe and our perception of it.
The scientific study of time has proved to be disturbing, disorienting and startling. It is also befuddling. I have written this book
for the reader with no specialist scientific or mathematical knowledge. Technical jargon is kept to a 8_______ , and numerical values
are avoided except where absolutely necessary. However, I cannot deny that the subject is complex and intellectually challenging.
To try and ease the pain a bit, I have 9_______ to the device of introducing a tame imaginary skeptic, who may from time to time
voice the reader’s own objections or queries. 10_______ , you may well be even more confused about time after reading this book
than you were before. That’s all right; I was more confused myself after writing it.
【題組】
1. (A) originality (B) tranquility (C) perplexity (D) novelty

11.11. A woman was stabbed to death in Queens, as 38 neighbors watched, doing nothing to alert the police. The news came to
speak for urban ________ and moral decline as well as people’s unwillingness to get involved.
(A) perturbation (B) pantheon (C) clamor (D) apathy

12.12. Doctors strongly opposed marketing stimulants to the general public because people can simply become ________ to the pills
and feel they cannot cope without them.
(A) exempted (B) retracted (C) habituated (D) consolidated

15.15. The government and rebels agreed to a ceasefire on Tuesday, but fighting on the streets continued, which might lead to a(n)
________ cycle of violence that can destroy the fabric of the new nation.
(A) expedient (B) magnanimous (C) imperious (D) perpetual

17.17. Heartbleed, a bug widely replicated in the main system for encrypting consumers’ online data, is a ________ reminder that
the Internet is still vulnerable to all sorts of unseen dangers.
(A) gratified (B) tangible (C) stark (D) frail

18.18. Walmart, the Bentonville ________ that became the biggest retailer in the world by ruthlessly lowering prices, is planning to
make organic food cheap.
(A) behemoth (B) extravaganza (C) oligarch (D) supernova

19.19. Cuts on certain parts of the body, like the scalp, can bleed ________, but that shouldn’t necessarily cause alarm. Put pressure
on a cut for a while to see if you can get it to stop bleeding.
(A) profusely (B) ravenously (C) biliously (D) insatiably

Every day I arrive at school 45 minutes before my students. I check my e-mail and Facebook, peruse articles my friends have 3

posted, read over teacher blogs, and skim the headlines of the New York Times. I repeat my digital routine during lunch, after school,

and one more time at night before turning out the lights. Like most teachers in the Internet age, I confront a barrage of digital text,

images, and sound bites daily.

Navigating today’s world of abundant information and preparing for tomorrow’s requires literacy skills more complex than what

previous generations possessed. As educators, we have an obligation to prepare our students for the onslaught of information that

bombards them through their personal computer screens.

In the past, one of the primary reasons children attended school was to gain access to information. Prior to the Internet,

teachers—especially those in the content areas—had the specialized information and taught it, plain and simple. But those days are

over. Today, the Internet gives children access to more information than they can handle. Accordingly, content-area teachers have

new responsibilities. They must not just give students information but also, and more important, teach them how to sift through,

evaluate, and manage that information. In other words, content-area teachers must become literacy educators. Literacy instruction

can no longer be the exclusive domain of English language arts (ELA) teachers. All teachers must share in the task of teaching

literacy, especially Internet literacy. At the same time, ELA teachers must be given equal time to renew their other traditional role:

teaching literature.

Literary reflection is perhaps more important in the Internet age than it has ever been. If we are to teach the whole child and

prepare students to be engaged citizens and competent workers, then we must teach them to step back and ask tough questions

about the information they sort through on a daily basis. Literature has always been a crucial tool that teachers can use to prompt

students to ask questions that allow them to think independently, creatively, and more critically. Literature challenges students to see

things from multiple perspectives or consider the ethical implications of people’s actions.

Furthermore, reading fiction is different from reading nonfiction because reading fiction does not have a particular end in mind.

When we read an online news article or a textbook, we look for specific information. But when we read a poem or a novel, we never

know what we may discover. We read for pleasure, and if the reading is good, we walk away with a new perspective. In turn,

engaging students in sustained literary reflection can prepare them to do more than just acquire information. It can train their minds

to see different angles and consider how information can be used or misused to make a difference in the world. And in our world,

thinking in such a way is desperately needed.

Schools must prepare students to not only manage information but also engage with information from multiple perspectives and

use information responsibly. Students need to practice reasoning to reach different conclusions and contemplating the consequences

of various courses of action based on the information available. Literature has been one of the best tools to promote such critical

thinking, and literary study should therefore remain an essential feature of a 21st century education.

In my own experience as an educator, the positive effects of literary study were never so palpable as when I taught a unit titled

Race Relations in the U.S. For the first week of the unit, I led the class in reading and discussing Toni Morrison’s short story

“Recitatif.” The story features two female characters, one black and one white, but there is no clear indication which character is

which race. As we read and discussed the story, students speculated about the characters’ respective races, and I challenged students

to reflect on their assumptions about race and identity. As we debated the characters’ races, we also contemplated why the two

protagonists interpreted their shared experiences in conflicting ways. Students wrote response papers in which they explained how

two different characters could have the same experience but walk away with very different conclusions.

Following our discussion of “Recitatif,” I guided students through an Internet scavenger hunt in which we searched for divergent

opinion pieces on race-related issues. Students analyzed the opinion pieces to discern how opposing pundits could contradict one

another using the same statistics. Having already had similar discussions as we read “Recitatif,” students were quick to point out that

facts are not enough to make an argument. Arguments are made when information is arranged and presented from a particular

perspective.

Through the study of literature, my students practiced considering multiple perspectives and were thus prepared to understand

and deconstruct the journalists’ arguments. Because literary reflection formed the basis of the unit, students developed the

intellectual disposition to engage the nonfiction texts more critically and responsibly than they would have otherwise.

【題組】36. What is the best title for this passage?
(A) The Impact of the Internet on Literature
(B) Literacy and Literature in the Internet Age
(C) How Literature Came to Terms with the Internet
(D) How the Internet Ruined the Teaching of Literature

37.【題組】37. Which of the following is least likely to be one of the “tough questions” mentioned in the passage?
(A) How can this information be used for good or evil?
(B) How does this information challenge my worldview?
(C) What does Morrison consider to be her greatest achievement?
(D) What conflicting conclusions might I draw from this information?

38.【題組】38. Why does the author elaborate on how he taught the unit titled Race Relations in the U.S?
(A) To show how he hones his students’ ability to reason through literary study.
(B) To guide students through an Internet scavenger hunt for race-related issues.
(C) To highlight racial stereotypes and racial discrimination in the United States.
(D) To explain how different races interpret shared experiences in conflicting ways.

39.【題組】39. According to the author, which of the following is expected of a 21st century education?
(A) ELA should be reduced to a skill-based discipline that supports other content areas.
(B) Literacy instruction must be integrated across the curriculum, and teaching literacy is the responsibility of all teachers.
(C) Content-area teachers should focus on teaching their respective subjects and the various modes of thinking unique to each
subject. 4
(D) Each teacher must have the ability to sift through, evaluate and manage information so that they can make choices that are
favorable for their students.

40.【題組】40. According to the passage, which of the following statements is NOT true?
(A) People can make contradictory arguments using the same facts or statistics.
(B) ELA teachers can cultivate critical thinking in their students by teaching literature.
(C) It is a teacher’s obligation to shield his or her students from information bombardment.
(D) Instead of looking for specific information, we read fiction for pleasure and may gain a new perspective.